This study was based on the hypothesis that observing classroom practices could bring forth insights into improving a language teacher’s quality of instruction. The present paper describes part of a research conducted to explore two English language teachers’ development while being engaged in self- and peer- observation practices for a short period of time. A brief reference will be made to the research design (methodology, context, participants) as well as to the results of the study and the pedagogical implications arising from them. The findings seem to indicate evidence of professional development for both teachers arguing, therefore, for the implementation of such practices within the Greek state school context.